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Park, Yujeong; Brownell, Mary T.; Bettini, Elizabeth F.; Benedict, Amber E. – Exceptionality, 2019
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers' classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify…
Descriptors: Instructional Effectiveness, Teaching Methods, Reading Instruction, Elementary School Students
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Miller, Katie M.; Little, Mary E. – Exceptionality, 2018
The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…
Descriptors: Video Technology, Grade 3, Learning Disabilities, Achievement Tests
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Barnes, Erica M.; Dickinson, David K. – Exceptionality, 2017
We examined the relations between teachers' use of comments during book reading sessions in preschool classrooms and the vocabulary growth of children with low and moderately low language ability. Using data from a larger randomized controlled trial, we analyzed comments defined as utterances that give, explain, expand, or define. Comments were…
Descriptors: Speech Acts, Preschool Teachers, Preschool Education, Reading Aloud to Others
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Reed, Deborah K.; Whalon, Kelly; Lynn, Devon; Miller, Nicole; Smith, Keely – Exceptionality, 2017
This study employed an adapted alternating treatments single-case design to explore students' learning of biology content when using a general note-taking (GNT) strategy and a content-specific graphic organizer (CGO) to support reading high school biology texts. The 4 focal participants were 15-18-year-olds committed to a moderate risk juvenile…
Descriptors: Biology, Science Instruction, Notetaking, Teaching Methods
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Ok, Min Wook; Rao, Kavita; Bryant, Brian R.; McDougall, Dennis – Exceptionality, 2017
Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based…
Descriptors: Access to Education, Preschool Education, Elementary Secondary Education, Literature Reviews
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Meadan, Hedda; Snodgrass, Melinda R.; Palomo, Ilyse; Amenta, Christina G.; Halle, James W. – Exceptionality, 2017
Training and coaching are cited frequently to achieve different goals, by different people, across different fields. "Who" provides training and coaching and "where" and "how" they are provided may influence the effectiveness of the training and coaching efforts, making the clear identification of these contextual…
Descriptors: Training, Coaching (Performance), Definitions, Literature Reviews
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Reed, Deborah K.; Hallett, Abigail; Rimel, Hillary – Exceptionality, 2016
Using a multiple baseline across participants design, this study examines the functional relationship between instruction in note-taking skills and the ability of young adults with autism spectrum disorder to take notes on college lectures. The three participants were enrolled in a program aligned with the Higher Education Opportunity Act (Public…
Descriptors: Teaching Methods, Notetaking, Two Year College Students, Intervention
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Missett, Tracy C.; Azano, Amy Price; Callahan, Carolyn M.; Landrum, Kimberly – Exceptionality, 2016
Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional…
Descriptors: Teacher Expectations of Students, Gifted Disabled, Special Education, Case Studies
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Sayeski, Kristin L.; Kennedy, Michael J.; de Irala, Sandra; Clinton, Elias; Hamel, Melissa; Thomas, Kristen – Exceptionality, 2015
Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The…
Descriptors: Multimedia Instruction, Multimedia Materials, Concept Teaching, Fundamental Concepts
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Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
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Datchuk, Shawn M.; Kubina, Richard M.; Mason, Linda H. – Exceptionality, 2015
Elementary-aged students with behavioral concerns and disabilities struggling to construct sentences stand a high likelihood for continued academic difficulty. Several studies have used sentence instruction with picture-word prompts to improve sentence level writing skills, including construction of simple sentences, syntax, capitalization, and…
Descriptors: Elementary School Students, Sentences, Teaching Methods, Prompting
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Kauffman, James M.; Badar, Jeanmarie – Exceptionality, 2014
The authors argue that insufficient attention has been given to foundational concepts in special education. Two classes of foundational concepts are discussed: human constructions and logico-mathematical facts. Four human constructions are examined: (1) making teaching most important, (2) discriminating among ideas, (3) choosing conceptual models,…
Descriptors: Special Education, Fundamental Concepts, Teaching Methods, Communication (Thought Transfer)
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Orosco, Michael J. – Exceptionality, 2014
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
Descriptors: English Language Learners, Hispanic American Students, Grade 3, Elementary School Students
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Flores, Margaret M.; Ganz, Jennifer B. – Exceptionality, 2014
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…
Descriptors: Direct Instruction, Teaching Methods, Intervention, Language Skills
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Lieberman-Betz, Rebecca G.; Vail, Cynthia O.; Chai, Zhen – Exceptionality, 2013
Response to Intervention (RTI) models are likely to be implemented in early childhood settings with greater frequency to target academic and developmental skills. With an increasing number of classrooms serving children with identified special needs, it is necessary to examine how current frameworks for RTI models meet the needs of all children in…
Descriptors: Disabilities, Evidence, Special Education, Developmental Delays
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